The NCCD asks schools to report the level of adjustment provided to a student with disability. This is not based on diagnosis alone. It is based on the frequency, intensity and individualisation of the support the student receives over time, together with evidence across the 10-week period. The Nationally Consistent Collection of Data on School Students with Disability (NCCD) uses four levels of adjustment: Quality Differentiated Teaching Practice (QDTP), Supplementary, Substantial and Extensive. Schools use professional judgement to decide which level best reflects the adjustments a student receives.
What this guide covers
This guide explains the four NCCD adjustment levels in plain English, with real examples for each level, how schools decide the correct level, common mistakes when assigning levels, and evidence examples for each level.
At a glance: the four NCCD adjustment levels
The key question is not "What condition does the student have?" but "What support is needed so the student can participate in education on the same basis as their peers?" This principle comes from the Disability Standards for Education 2005. The level should match the actual adjustments provided during the collection period, not the label in a student file or the amount of effort staff feel they have invested.
1. Quality Differentiated Teaching Practice (QDTP)
This is the lowest NCCD adjustment level, but it is still a recognised adjustment level. QDTP refers to teaching practices and supports that are closely comparable to the personalised learning and monitoring provided for all students, with some adjustments for the student's disability.
QDTP is appropriate when the adjustments are low-intensity and embedded within everyday teaching.
- A Year 3 student with dyslexia is given extra modelling, simplified instructions, and regular teacher check-ins during reading tasks.
- A student with ADHD is seated near the teacher and receives brief prompts to stay on task.
- A student with mild anxiety is allowed to preview changes to routine and access a quiet space when needed.
2. Supplementary adjustments
Supplementary adjustments are additional supports provided at particular times, for particular activities, or on a targeted basis. These go beyond QDTP but are not required for the majority of the day.
Supplementary is appropriate when support is targeted and moderately intensive, but not constant.
- A student with autism uses visual schedules and receives a weekly small-group social skills program.
- A student with a hearing impairment uses an FM system and receives periodic teacher aide support during group work.
- A student with ADHD receives planned movement breaks and assessment adjustments such as extra time or a separate room.
3. Substantial adjustments
Substantial adjustments are significant and frequent. The student requires support for most learning activities or across most of the school day.
Substantial is appropriate when adjustments are ongoing, significant and needed in most learning contexts.
- A student with intellectual disability works on modified curriculum in several learning areas and is supported daily by a learning support teacher or teacher aide.
- A student with autism requires frequent sensory regulation breaks, modified instructions, and close supervision during transitions.
- A student with physical disability needs regular assistance with mobility, specialised equipment and adapted classroom tasks.
4. Extensive adjustments
Extensive adjustments are highly individualised and provided at all times, or almost all of the time. They are used for students with very high support needs.
Extensive is appropriate when support is intensive, continuous and highly tailored to the student's needs.
- A student with complex physical needs requires one-to-one support with mobility, personal care and classroom participation throughout the day.
- A student with profound intellectual disability follows a highly individualised program and requires constant adult assistance and specialised equipment.
- A student with complex communication needs relies on augmentative and alternative communication and needs sustained support across all settings.
How schools decide the correct level
When choosing an NCCD adjustment level, schools consider the nature, frequency and intensity of the adjustments being provided. The evidence should show that the adjustments have been provided for at least 10 weeks in the 12 months before Census Day. Schools also need evidence of consultation with the student and/or parents or carers, and evidence of the student's disability and educational needs.
- How often are the adjustments used — occasionally, weekly, daily, or all day?
- How much adult support or modification is required?
- Are the adjustments targeted to particular subjects or needed across most or all settings?
- How individualised is the support?
- Is the student working on the same curriculum with support, or a significantly modified or individualised program?
Common mistakes when assigning adjustment levels
These are the mistakes schools most often make when deciding which level to assign.
Evidence examples for each level
Strong NCCD evidence describes the support provided and links it to the student's needs. The NCCD Portal provides additional guidance on evidence quality. Here are simple examples for different levels.
Summary
The NCCD adjustment level should reflect the frequency, intensity and individualisation of the support provided to the student. Schools use professional judgement to choose the level that best matches the actual adjustments during the collection period.
Strong evidence describes the support clearly and links it to the student's needs. If you can show what was provided, how often, and with what outcome, your adjustment level will be easier to justify.
Make NCCD evidence easier to record
Superadjust helps teachers capture adjustments across the four NCCD pillars, log evidence mid-lesson and keep an audit-ready record throughout the year.
- Log evidence in seconds from any device
- Track adjustment frequency and intensity
- Export-ready compliance reports